Beechwood Childcare Limited

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children enjoy their time in this warm and inviting learning environment. They are welcomed in and take part in circle time where all the children sing a 'hello' song.

Children have fun exploring the wide array of activities on offer. They enjoy playing with toy dinosaurs in the swamp made of jelly, squishing the jelly between their fingers and exploring the textures as they say it is 'cold' and 'slimy'. Children enjoy being outdoors.

They use their physical skills well by riding in push-along cars and rolling large hoops and running after them. Children learn to manage their own risks. They confidently recall that onl...y three of them can safely bounce on the bouncer.

Staff play alongside the children and skilfully guide them in their learning. For example, staff initiate a game of 'What's the time Mr Wolf?' Children have fun counting the numbers to the 'time' they are given. Children take part in activities which help them to learn about the world and the environment they live in.

They plant their own sunflower seeds and learn what they need to make them grow. Children take part in recycling and litter picking. A love of literacy is being nurtured at the setting along with an enjoyment of singing songs.

Children choose a song from the 'song board'. They all enthusiastically join in with the actions and wiggle their bottoms as they laugh with their friends. Children are encouraged to take turns and be kind.

Staff are excellent role models and consequently, children behave well.

What does the early years setting do well and what does it need to do better?

The manager and staff ensure that each child is treated as being unique. They plan an interesting and well-thought-out curriculum for them.

Consequently, children are making good progress and, in some cases, rapid progress in their learning, which will support them for their eventual move to school. A well-established key-person system ensures all children feel safe, happy and secure.Staff feel supported and valued.

The manager supports staff's professional development by providing them with opportunities to gain qualifications and access training courses. This benefits children by enhancing the learning experiences on offer. Staff contribute to the planning of activities.

Precise assessments are carried out, which enables swift action to be taken where any gaps in learning are identified. However, children's next steps are not always refined in line with their individual learning needs.Staff support early communication skills and mathematical concepts by introducing new words and ideas.

Children demonstrate a good understanding of what they have learned as they discuss what numbers are needed to add together to make 10. However, staff could sometimes enhance these opportunities even further to extend children's abilities in these areas.Children learn about differences and similarities between themselves and others.

The manager and staff ensure that the setting is fully inclusive. Children with special educational needs and/or disabilities are supported extremely well. Staff attend training and have introduced resources to ensure that children with additional needs can experience play alongside their friends.

A 'what's first, what's next' folder with picture cards of activities has been introduced. This assists children who learn visually to know what they need to do next.Partnerships with parents are good.

The manager and staff ensure that every parent receives the time they need to discuss their children's needs. They get to know their children very well, discussing what each child knows and what they can do. This enables them to plan activities for each child to support their learning.

Parents say that it is the staff that make the setting. They describe them as being 'so caring' and say that they give '100% all the time'. Children are invited to take home 'Luna the Dragon' for adventures with their families.

Parents and children complete a book with photographs and stories of their adventures to share. This helps to develop children's self-esteem and gives them a sense of belonging.Children's independence and self-care skills are promoted through a variety of activities.

For example, they collect their cutlery at lunchtime and are encouraged to get their own coats and dress themselves, fastening buttons or zips. Children are also encouraged to take care of their own personal hygiene. They learn about the importance of being healthy as they wash their hands after activities and before eating.

Children enjoy freshly prepared hot meals and healthy snacks. They discuss what foods are healthy or unhealthy. Books are used as a visual aid.'

The Hungry Caterpillar' is used to talk about feeling well or poorly, depending whether healthy or unhealthy food has been eaten.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff place children's safety and well-being as a high priority.

All staff know what action they would take if they were concerned about a child in their care. They have a good understanding of the types of abuse and other wider safeguarding issues. The premises are fully secure and staff implement an effective system which ensures no unauthorised entry to the premises.

All parents have to be let out by a staff member, which ensures children do not leave unsupervised. Effective risk assessments are in place and staff complete daily checks both in the morning and evening, and before children go outside to play.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: refine children's next steps in learning to specifically target each child's individual needs nenhance opportunities further for children, especially the most able children, to extend their language and mathematical skills to help them to make outstanding progress.